Cultural Identity of Afghan EFL Learners in Iran: A Community of Practice Perspective

Language learning in migrant and minority contexts is closely intertwined with issues of identity, belonging, and social participation, yet little is known about how Afghan EFL learners experience and construct their cultural identity. This study investigated the cultural identity development of Afghan learners of English as a Foreign Language (EFL) residing in Iran, drawing on the theoretical framework of communities of practice. Recognizing language learning as a socially situated and identity related process, the study aimed to examine how Afghan EFL learners perceived their cultural identity. To achieve this objective, a survey research design was employed. Data were collected through an ۱۸-item cultural identity questionnaire administered to ۱۲۱ Afghan EFL learners in Iran. The data were analyzed using descriptive statistical procedures. The results showed that learners tended to view English not merely as a linguistic skill but as a meaningful social practice that contributes to their sense of self, belonging, and cultural awareness. Moreover, participation in English learning communities played an important role in shaping learners’ perceptions of their cultural identity. Interpreted through the lens of communities of practice, the findings highlight the importance of participation, social interaction, and contextual factors in identity construction within EFL learning environments. The study concludes that the cultural identity of Afghan EFL learners in Iran is dynamic and context-dependent. The findings carry important pedagogical implications, emphasizing the need for identity-sensitive approaches in EFL instruction within similar sociocultural contexts.

کلیدواژه ها:

Afghan EFL learners ، community of practice ، Cultural identity ، perceptions